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“I Can” Learning Targets 5 th English/Writing 4th Six Weeks.

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Presentation on theme: "“I Can” Learning Targets 5 th English/Writing 4th Six Weeks."— Presentation transcript:

1 “I Can” Learning Targets 5 th English/Writing 4th Six Weeks

2 English Skills: Unit 5 Writing: Unit 8 REVIEW – Be sure to cover appropriate standards for Writing prior to the TN Writing Assessment. A partial list of essential “I can” statements has been highlighted in red on this PowerPoint. Unit 11 Note: For your convenience, the SPIs and CFUs for Writing have been included on slides 7-9.

3 Ongoing/Year-Long Skills  I can spell words that I use and read often or are tricky to spell.  I can write in print and cursive so that others can read what I write.  I can use correct page format (paragraphs, margins, indentations, titles). I can use capitals at the beginning of the sentence, for proper nouns and adjectives, in titles, abbreviations, and quotations, and in parts of friendly and business letters. I can end my sentence with the correct punctuation.

4 “I Can” Unit 5  I can use capitals at the beginning of the sentence, for proper nouns and adjectives, in titles, abbreviations, and quotations, and in parts of friendly and business letters.  I can end my sentence with the correct punctuation.  I can recognize and edit incomplete sentences and run-on sentences.  I can ID/use common and proper adjectives.  I can ID/use common and proper nouns.  I can combine sentences and thoughts into compound sentences, sentences joined with a semicolon, or into sentences that have more than one subject or verb.  I can make my sentences more interesting by using introductory phrases or clauses.  I can use semicolons, apostrophes, quotation marks, and commas in a direct address, items in a series, following introductory words, in dates and addresses, in quotations, in parts of a letter, and before coordinating conjunctions in compound sentences.  I can ID/use interjections.  I can use quotation marks along with capitals and end marks in a written conversation.  I can abbreviate or shorten a word by using an apostrophe to show where letters are left out.

5 “I Can” Unit 8 Review  I can describe the meaning of…  figurative language  main idea  prompt  I can pick a topic to write about.  I can use graphic organizers (listing, clustering, story maps, webs).  I can choose the best supporting sentence in a paragraph.  I can write my sentences differently to make them more interesting to the reader (syntactic variety).  I can write using vivid and figurative language.  I can write using time-order and transitional words.  I can write a paragraph that has a topic sentence, supporting details, and a conclusion.  I can write my paragraphs in sequential order.  I can give my writing a good title.  I can revise my writing to make my ideas more clear.  I can use the Tennessee Writing Assessment rubric to evaluate my own writing and the writing of others.  I can use correct page format, paragraphs, margins, indentations, titles.  I can use the writing process: prewriting, drafting, revising, editing/proofing, evaluating, and publishing.  I can write within a given time limit.  I can write to respond to a narrative prompt.

6 Unit 11  I can describe the meaning of “reference sources”.  I can pick a research topic.  I can use technology to do research.  I can use technology to communicate.  I can tell the difference between information available from different reference sources (e.g., interviews, encyclopedia, card/electronic catalogs, almanacs, magazines, newspapers).  I can use the information available from different reference sources.  I can describe the meaning of “citation”.  I can record information for research from three different sources, at least one of which must be a print source.  I can use a graphic organizer to organize information.  I can identify what is and what is not needed in a citation.  I can decide if a source is reliable.  I can take notes that include important ideas (paraphrasing, and summaries).  I can cite sources including the title, author, and page number.  I can identify what is and what is not needed in a citation.  I can write a research report using and citing three or more sources.

7 “I Can” Writing, Part I (SPIs) 7  I can identify the audience for which a text is written.  I can identify the purpose for writing.  I can choose the supporting sentence that best fits the context and flow of ideas in a paragraph.  I can identify the sentence that doesn’t fit in a paragraph.  I can select an appropriate concluding sentence for a paragraph.  I can rearrange sentences to form a sequential, coherent paragraph.  I can select details that support a topic sentence.  I can select vivid and active words for a writing sample.  I can choose the sentence that best supports the topic sentence and fits the flow of ideas in a paragraph.  I can select appropriate time-order or transitional words/phrases to enhance a writing sample.  I can rearrange paragraphs into sequential and chronological order.  I can select an appropriate title.  I can complete a graphic organizer to group ideas for writing.  I can write for a variety of purposes.  I can write poems, stories, and essays based upon personal reflections, observations, and experiences.

8 “I Can” Writing, Part II (CFUs) 8  I can determine an audience and purpose for writing.  I can write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication).  I can write to narrative and descriptive prompts within a specified time limit.  I can write poems, stories, and essays based upon personal reflections, observations, and experiences.  I can compare and contrast two persons, places, things, or ideas.  I can respond in writing to literature studied.  I can create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples.  I can compose and respond in writing to original questions and/or problems from all content areas.  I can explore writing in the expository mode.  I can recognize and use all steps in the writing process: prewriting, drafting, revising, editing/proofing, evaluating, publishing.  I can construct an outline with main ideas and supporting details.  I can select and refine a topic.  I can compose clear, coherent, well- organized multi-paragraphed works.  I can develop a paragraph with a topic sentence, supporting details, and a concluding sentence.  I can demonstrate syntactic variety.  I can use precise language, including vivid words and figurative language.

9 “I Can” Writing, Part III (CFUs, cont’d) 9  I can use correct page format (e.g., paragraphs, margins, indentations, title).  I can revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information.  I can use resources (e.g., dictionary, thesaurus, computer) to aid in the writing process.  I can demonstrate confidence and competence in using the TN Writing Assessment rubric while evaluating my own writing and the writing of others.  I can use technology to publish and present.  I can identify and explore opportunities for publication (e.g., local/national contests, Internet websites, newspapers, periodicals, school displays).


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